The Learning Capture Framework sets out the essential requirements that should normally be met in all modules and courses and uploaded to (or links provided) to the teaching and learning platform (Aula). This article provides indicative templates for two of the mandated recordings:
- A recorded introduction to the module
- A recorded introduction to their assessments – this can be a recording of an in-class session introducing an assessment or a bespoke recorded introduction.
- This introduction must include expectations for how AI tools might be used. For more information see the Staff Guidance provided on AI in Learning, Teaching and Assessment at Coventry University Group
The templates are indicative and are provided to help prepare a structure or storyboard for creating the recording. Example learning capture resources are provided at the end of this article.
A recorded introduction to the module
It is recommended that introductory recordings should be short, no more than 5 minutes in length. The suggested areas are therefore organised into themes which could be recorded separately. This will also make it easier to update the separate recordings if information changes.
- Theme 1 – Introducing the module team:
- Introduce the module team, how and when students can make contact with them.
- Make clear what means of communication students should use to contact the team; i.e. use of Aula, Teams, email, office hours.
- Theme 2 – Overview of the module.
- Objectives and learning outcomes of the module. Outline the Graduate Attributes that will be developed through this module.
- The teaching and learning strategy for the module, with an indication of how students will be expected to engage. i.e. use of workshops, seminars, lab sessions. Will a flipped learning approach be used?
- Introduce module resources, outlining what information students will be able to access, including learning captures, and why they are important to support their learning. Explain how the course hour will be of value.
- Activities that the students will engage in during the module, for example if there are any field trips, visiting presenters, details of group work activities.
- How the module fits into the course, how it builds on other modules and how it will inform others that follow.
- Set out expectations for the students including how they will be involved in developing these as part of the module.
- Theme 3 -Introduce technologies used in the module.
- Set out what technologies will be used during the module (Aula, Inspera, Mentimeter, Padlet, PebblePad etc) and how and why these different resources will be used.
- Provide pointers to how to use these resources, particularly if this might be the first time the students have used them. Where expecting to use tools such as Mentimeter set expectations for students to come to class with a phone/tablet/computer.
Introduction to the Assessment
It is recommended when providing guidance on the assessment that a time-on-task lens is used to consider the guidance provided as this will take into account not only the output as words or minutes, but the effort and time required for the students to engage with the assessment task.
- Overview of the task
- Make clear both the requirement of the task and what they will be assessed on; making a clear link to the learning objectives and specifying the assessment criteria.
- Set out what the students will be expected to do to complete the assessment (time-on-task focus).
- Make clear the Graduate Attributes that will be developed through the module.
- Set out expectations for use of Generative AI, particularly linked to the processes that students will need to undertake to complete the assessment. Link this to the new regulation requirement that students need to ensure they keep evidence for how they have developed their submission.
- Introduce the assessment criteria and rubric and how the rubric will help them and be used to assess them and provide feedback. Make clear the feedback the students can expect to receive, where this will be provided and opportunities for them to discuss this with the module team.
- Highlight what support, developmental feedback opportunities will be available; make clear how questions can be raised (ie using Community in Aula).
Example Learning Captures
Please note these examples were created before the University updated its AI guidance. They do not therefore include the requirement to set out the expectations for how AI might be used in the assessment.
The examples are taken from the Postgraduate Certificate in Academic Practice.
Example 1 – 700CRB
In this instance, the explanation of the assessment task has been broken down into three short recordings.
- What’s the Assessment Task? [1:09]
- What Makes it Personalised? [1:32]
- How will I be Assessed? [1:37]
Example 2 – 7077CRB
Recording of the Induction session provided as resource for students who were unable to attend and as a follow up resource for all students.
Example 3 – Human Resource Management (MA) – CULC
- 7037MHR – Module Welcome example [2:37]
- 7021MHR – Guided self-study example [18:00]
- 7015MHR – Guided self-study example [12:00]
Example 4 – 5017FDCW
Example 5 – 7074SOH
- 7074SOH Assessment Part 1 – Coursework introduction
- 7074SOH Assessment Part 2 – Assignment support, marking and feedback
- 7074SOH Assessment Part 3 – Using AI to support assessment
- 7074SOH Assessment Part 4 – Apprentices only
